Presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field. The diversity of authors, research settings, and related topics offers a sample of empirical studies across multiple language teaching and university contexts. The fifth volume in the Global Research on Teaching and Learning English series, it features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field.
| Foreword |
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xiii | |
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| Preface |
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xviii | |
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| Acknowledgments |
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xxiv | |
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1 | (20) |
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PART 1 The Teacher as Language Planner and Policy Maker |
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21 | (50) |
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2 Whither Mother Tongue (in) Education? An Ethnographic Study of Language Policy in Rural Primary Schools in Pakistan |
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23 | (11) |
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3 Agentic Responses to Communicative Language Teaching in Language Policy: An Example of Vietnamese English Primary Teachers |
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34 | (12) |
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4 Examining Brazilian Foreign Language Policy and Its Application in an EFL University Program: Teacher Perspectives on Plurilingualism |
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46 | (10) |
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5 Refugee Women in the United States Writing Themselves Into New Community Spaces |
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56 | (15) |
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PART 2 Adoption or Adaptation of Educational Language Policies by/in Institutions |
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71 | (46) |
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6 Policy Borrowing in University Language Planning: A Case of Writing Centers in Japan |
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73 | (11) |
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7 Economic Markets, Elite Multilingualism, and Language Policy in Nepali Schools |
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84 | (11) |
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8 Linguistic Diversity and the Politics of International Inclusion: Challenges in Integrating International Teaching Assistants at a University in the United States |
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95 | (11) |
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9 Official and Realized Hiring Policy of Assistant Language Teachers in Japan |
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106 | (11) |
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PART 3 Perspectives of Diverse Stakeholders on Educational Language Policy and Planning |
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117 | (50) |
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10 Policy and Practicality in Timorese Higher Education: Lessons From Lecturers in Development-related Disciplines |
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119 | (11) |
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11 The Absence of Language-focused Teacher Education Policy in U.S. K12 Contexts: Insights From Language Socialization Research in a Ninth-grade Physics Classroom |
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130 | (11) |
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12 Bilingualism for All? Interrogating Language and Equity in Dual Language Immersion in Wisconsin |
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141 | (12) |
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13 Media Discourses of Language Policy and the "New" Latino Diaspora in Iowa |
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153 | (14) |
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PART 4 Identity and Individual and "Invisible" Language Policy and Planning |
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167 | (59) |
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14 Rethinking Culturally and Linguistically Diverse Students' Perceptions of Family Language Policies and Identities in an American Afterschool Program |
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169 | (12) |
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15 Digital Literacy, Language Learning, and Educational Policy in British Columbia |
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181 | (11) |
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16 Small Stories of/in Changing Times in Paraguay: A Resource for Identity Work in Language Policy Appropriation |
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192 | (13) |
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17 Challenges of Language Education Policy Development and Implementation in Creole-speaking Contexts: The Case of Jamaica |
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205 | (14) |
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18 Summary and Concluding Observations |
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219 | (7) |
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| About the Contributors |
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226 | (4) |
| Index |
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230 | |
JoAnn ( Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County, USA. She is a past president of TESOL, WATESOL, and AAAL, and a founding and current member of the TIRF Board of Trustees.
Kathleen M. Bailey is Professor of Applied Linguistics in the TESOL/TFL Programs at the Middlebury Institute of International Studies at Monterey and at Anaheim University, USA. She is a past president of both TESOL and AAAL, as well as the current president of TIRF.
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